Práticas de letramento no PROEJA Mulheres: o uso de gêneros textuais como contribuição para o desenvolvimento da aprendizagem dos discentes

Abstract

This dissertation aimed to understand and investigate how literacy practices are experienced in PROEJA classrooms, with reading and writing as a guiding thread consolidated by the us e of textual genres presented for the success of students in activities involved in critical reading. The research problem addressed in this work originated from the fragility of literacy practices in everyday PROEJA classrooms. To conduct the theoretical framework, a systematic literature review protocol was designed and implemented, in order to analyze and delimit the existing literature on literacy practices in PROEJA. Through this systematic review, it was possible to identify a set of initial actions t hat can be explored in the context of literacy in PROEJA for Professional and Technological Education (EPT). Not referring to literacy concepts and practices, the presence of literacy events is identified, such as reading texts and oral or written interpre tation, oral exposition of specific content, the use of oral and written genres and spelling activities. Furthermore, with regard to literacy practices on the part of teachers, observing effective changes taking place in the classroom, they provide learnin g to read and write in a significant way. The method outlined and applied consisted of exploratory research with a qualitative approach that corresponded to this investigation. The methodological procedure was structured in 3 (three) stages, namely: docume nt analysis, teachers' perception, and students' perception. To carry out these steps, a specific instrument was used, such as interviews, structured in 4 (four) stages, covering 4 (four) dimensions. The scope investigated was the Dr. Luiz Cabral de Melo S tate Technical School in partnership with the Federal Institute of Pernambuco (IFPE) Campus Paulista. Data analysis used the content analysis approach, which was divided into the three phases of the research: document analysis, teachers' perception and s tudents' perception. Each of these steps was carefully examined and discussed, with the aim of identifying and analyzing the elements proposed in the research objectives. Next, the Educational Product and its development process resulting from the constitu ent phases of the methodological process were presented. The EP followed planning in the form of a didactic sequence based on the perspective of Dolz, Noverraz and Schneuwly. Finally, the PE was evaluated in 05 (five) dimensions, being evaluated by 04 (fou r) professionals specializing in education. The results of the PE evaluation and its adherence to the PROEJA Mulheres context indicated that it was aligned with its fundamental purpose, providing possibilities for skills that allowed the necessary adjust ments to be made to further improve the Educational Product.